Abstract(englisch):
In the first section of this chapter, three well known yet fundamentally different concepts of competence will be presented and discussed with respect to their potential to guide the measurement of educational outcomes. The authors will then present a working definition of competence for educational assessment settings, before they discuss current challenges in the assessment of competencies. Here they distinguish four key areas: the development of theoretical models of competence, the construction of psychometric models, the construction of measurement and research on the use of diagnostic information. (DIPF/Orig.)